id: 05628833
dt: j
an: 2009f.00114
au: Schwarz, Björn; Leung, Issic K.C.; Buchholtz, Nils; Kaiser, Gabriele;
Stillman, Gloria; Brown, Jill; Vale, Colleen
ti: Future teachers’ professional knowledge on argumentation and proof: a
case study from universities in three countries.
so: ZDM, Int. J. Math. Educ. 40, No. 5, 791-811 (2008).
py: 2008
pu: Springer, Berlin/Heidelberg
la: EN
cc: B50 E50 C30 D20
ut: proof; proving; teacher education; mathematical content knowledge;
pedagogical content knowledge; comparative studies; empirical research;
competencies
ci:
li: doi:10.1007/s11858-008-0150-8
ab: Summary: In this paper, qualitative results of a case study about the
professional knowledge in the area of argumentation and proof of future
teachers from universities in three countries are described. Based on
results of open questionnaires, data about the competencies these
future teachers have in the areas of mathematical knowledge and
knowledge of mathematics pedagogy are presented. The study shows that
the majority of the future teachers at the participating universities
situated in Germany, Hong Kong and Australia, were not able to execute
formal proofs, requiring only lower secondary mathematical content, in
an adequate and mathematically correct way. In contrast, in all samples
there was evidence of at least average competencies of pedagogical
content reflection about formal and pre-formal proving in mathematics
teaching. However, it appears that possessing a mathematical background
as mandated for teaching and having a high affinity with proving in
mathematics teaching at the lower secondary level are not a sufficient
preparation for teaching proof.
rv: